Barbara Krainovich Miller headshot

Barbara Krainovich Miller

Clinical Professor Emerita

1 212 998 5738

433 First Avenue
Room 648
New York, NY 10010
United States

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Professional overview

Dr. Krainovich-Miller is a Clinical Professor Emerita. She is a psychiatric mental health clinical nurse specialist and holds a doctorate in nursing education from Columbia University, Teachers College. She was inducted as a fellow of the Academy of Nursing (FAAN) as well as among the first inductees of the National League for Nursing’s Academy of Nursing Education Fellows (ANEF) in recognition of her enduring and sustained contributions and visionary nursing education leadership in competency-based education and evaluation, simulation, and interprofessional education as well as her ability to influence health care policies and practices in nursing education. Dr. Krainovich-Miller was involved in interdisciplinary initiatives such as with the NYU School of Medicine's simulation collaborations with nursing and medical students and their C21 Curriculum Committee. She has a track record of obtaining significant Advanced Nursing Education HRSA grants to increase the use of simulation in the classrooms and increasing the diversity of the students entering the Nursing Education and Psych Mental Health Nursing MS programs.


1988, EdD, Nursing Education, Columbia University, Teachers College

Professional membership

Alumni Association of Hunter-Bellevue School of Nursing
American Academy of Nursing
American Association of Higher Education (AAHE)
American Association of University Professors (AAUP)
American Association of University Women (AAUW)
American Dental Education Association (ADEA)
American Nurses Association (ANA) via NY State Nurses Association
American Psychiatric Nurses Association (APNA)
Eastern Nursing Research Society of MARNA/NEON (Charter member)
John Dewey Circle of the Teachers College, Columbia University Fund
NACLI, District 14
New York Long Island Nursing Diagnosis Group (NYLINDA)
New York State Nurses Association (NYSNA)
North American Nursing Diagnosis Association (NANDA) International
Nursing Education Alumni Association (NEAA), Teachers College, Columbia University (Life Time Member)
School of the Holy Child Alumni Association
Sigma Theta Tau International (STTI) Alpha Omega Chapter
Sigma Theta Tau International (STTI) Upsilon Chapter
Society for Education and Research in Psychiatric-Mental Health Nursing (SERPEN)
Society for Simulation in Health Care (SSHC)
Society for Simulation in Healthcare (SSIH)
Southern New York League of Nursing (SNYLN)
The Council for the Advancement of Nursing Science



Ethics-in-the-Round: A guided peer approach for addressing ethical issues confronting nursing students

Katherine Hutchinson, M., Shedlin, M., Gallo, B., Krainovich-Miller, B., & Fulmer, T. (2014). Nursing Education Perspectives, 35(1), 58-60.

Assessing weight perception accuracy to promote weight loss among U.S. female adolescents: A secondary analysis

Yost, J., Krainovich-Miller, B., Budin, W., & Norman, R. (2010). BMC Public Health, 10. 10.1186/1471-2458-10-465
Background. Overweight and obesity have become a global epidemic. The prevalence of overweight and obesity among U.S. adolescents has almost tripled in the last 30 years. Results from recent systematic reviews demonstrate that no single, particular intervention or strategy successfully assists overweight or obese adolescents in losing weight. An understanding of factors that influence healthy weight-loss behaviors among overweight and obese female adolescents promotes effective, multi-component weight-loss interventions. There is limited evidence demonstrating associations between demographic variables, body-mass index, and weight perception among female adolescents trying to lose weight. There is also a lack of previous studies examining the association of the accuracy of female adolescents' weight perception with their efforts to lose weight. This study, therefore, examined the associations of body-mass index, weight perception, and weight-perception accuracy with trying to lose weight and engaging in exercise as a weight-loss method among a representative sample of U.S. female adolescents. Methods. A nonexperimental, descriptive, comparative secondary analysis design was conducted using data from Wave II (1996) of the National Longitudinal Study of Adolescent Health (Add Health). Data representative of U.S. female adolescents (N = 2216) were analyzed using STATA statistical software. Descriptive statistics and survey weight logistic regression were performed to determine if demographic and independent (body-mass index, weight perception, and weight perception accuracy) variables were associated with trying to lose weight and engaging in exercise as a weight-loss method. Results. Age, Black or African American race, body-mass index, weight perception, and weight perceptions accuracy were consistently associated with the likeliness of trying to lose weight among U.S. female adolescents. Age, body-mass index, weight perception, and weight-perception accuracy were positively associated (p <0.05) with trying to lose weight. Black/African American subjects were significantly less likely than their White counterparts to be trying to lose weight. There was no association between demographic or independent variables and engaging in exercise as a weight-loss method. Conclusions. Findings suggest that factors influencing weight-loss efforts, including age, race, body-mass index, weight perception, and weight-perception accuracy, should be incorporated into existing or new multi-component weight-loss interventions for U.S. adolescent females in order to help reduce the national epidemic of overweight and obesity among U.S. female adolescents.

Evidence-based practice challenge: Teaching critical appraisal of systematic reviews and clinical practice guidelines to graduate students

Krainovich-Miller, B., Haber, J., Yost, J., & Jacobs, S. K. (2009). Journal of Nursing Education, 48(4), 186-195. 10.3928/01484834-20090401-07

Measuring cultural awareness of nursing students: A first step toward cultural competency

Krainovich-Miller, B., Yost, J. M., Norman, R. G., Auerhahn, C., Dobal, M., Rosedale, M., Lowry, M., & Moffa, C. (2008). Journal of Transcultural Nursing, 19(3), 250-258. 10.1177/1043659608317451
This pilot study was designed to measure nursing students' level of cultural awareness. It replicated phase II of Rew, Becker, Cookston, Khosropour, & Martinez's (2003) methodological study that developed and tested a Cultural Awareness Scale (CAS). Using a cross-sectional design, the CAS was distributed to nursing students in three nursing programs' (bachelor's, master's, doctoral) beginning and end courses. Cronbach's alpha for the CAS Total instrument was 0.869, with subscale scores ranging from 0.687 to 0.902, comparable to the findings of Rew et al. Given the limitations of this study, results must be viewed with a degree of caution. Recommendations include further educational research in the form of psychometric testing of the CAS among nursing students, including refinement of both the CAS instrument and the demographic tool. The authors also recommend that studies be conducted to determine the validity and reliability of the CAS with nurses in the health care arena.

Shaping the advanced practice psychiatric-mental health nursing role: A futuristic model

Naegle, M. A., & Krainovich-Miller, B. (2000). Issues in Mental Health Nursing, 22(5), 461-482.
As advanced practice psychiatric-mental health nursing has transitioned from earlier models of practice, elements of clinical specialist and psychiatric nurse practitioner roles are being blended to produce a new type of practitioner. The challenge of preserving mental health expertise while expanding advanced practice primary and primary mental health care competencies is addressed in several nursing education models. At New York University's Division of Nursing, faculty have designed a program around elements identified as essential to the autonomy demanded of the evolving role, knowledge, and skills basic to broad based health care and mental health care delivery with quality patient care outcomes and the competencies necessary for accountability as care providers in a changing health care delivery system. Essential elements, resources to identify them, and strategies to attain them are discussed. Approaches that promote student, clinician, and faculty development and maximize education affirm the specialty's capacity for innovation and the profession's capacity for new direction and futuristic change.

Nursing research and patient outcomes: tools for managing the transformation of the health care delivery system.

Bidwell-Cerone, S., Miller, B. K., Haber, J., Penney, N., & Carter, E. (1995). The Journal of the New York State Nurses" Association, 26(3), 12-17.
This paper outlines strategies for all nurses to participate in nursing's research agenda, which aims to enhance the scientific basis of nursing practice. The emphasis here is on generating data for the outcomes movement as a tool for transforming the American health care delivery system.

Survey of nursing research in New York State: XVII.

Haber, J., Bidwell-Cerone, S., Campbell-Heider, N., Miller, B. K., & Penney, N. E. (1995). The Journal of the New York State Nurses" Association, 26(3), 26-27.

The experience of caring in the acute care setting

Miller, B. K., Haber, J., & Byrne, M. W. (1992). In NLN publications: patient and nurse perspectives. (pp. 137-156).

The experience of caring in the teaching-learning process of nursing education

Miller, B. K., Haber, J., & Byrne, M. W. (1990). In NLN publications: student and teacher perspectives. (pp. 125-135).

The Associate Degree Nursing faculty and the Resolution on Entry into Professional Practice

Krainovich, B., & Mitchell, C. A. (1976). In Journal of the New York State Nurses Association (Vol. 7, pp. 8-11).
The New York State Nurses Association has placed itself in the forefront of the movement across the country to establish minimum standards for professional practice by approving the Resolution on Entry into Professional Practice. Nursing can no longer afford the luxury of lying stagnant worrying about the mechanics of the resolution. We must not lose sight of the fact that baccalaureate preparation as entry into professional practice is essential and long overdue. True it is going to make our work more difficult, but it is certainly possible for faculty producing the largest number of graduates to work through these problems in view of the fact that we are already anticipating them.